Which characteristic indicates that infant-toddler curriculum is developmentally appropriate?

A curriculum that is developmentally appropriate for infants and toddlers is fundamentally rooted in research and principles of child development. This characteristic ensures that the activities, learning environments, and opportunities provided align with how young children grow and learn best. Developmentally appropriate practices consider their physical, emotional, social, and cognitive stages of development, allowing for tailored experiences that support individual needs, interests, and abilities.

Utilizing research and established child development theories, educators can design a curriculum that promotes exploration, creativity, and active engagement—key components in fostering optimal growth during these formative years. This approach recognizes that children are not blank slates but rather active participants in their learning processes, capable of exploring their surroundings in meaningful ways when given the right support.

In contrast, adhering to a strict timeline for learning, being primarily adult-led, or excluding cultural perspectives would not provide environments conducive to the varied and dynamic ways infants and toddlers learn. These approaches could limit the richness of their experiences and fail to recognize the importance of their individual cultural backgrounds and familial contexts, which are also vital in shaping their understanding and interactions with the world.